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CHAPTER IV ANALYSIS
In this chapter, the researcher presents the analysis of the novel in order to answer the questions in the problems formulation. There are two parts in this
chapter. The first is to portray the main character of Charlotte Bronte‟s Jane Eyre
and the second is to answer Jane Eyre‟s motivation in defying women‟s life standards in the Victorian era. In answering the problems, the researcher will
employ some theories.
A. The Portrayal of Jane Eyre
This section deals with the analysis of Jane Eyre in Charlotte Bronte‟s Jane Eyre
. The theories used are the theory of character and characterization. Based on the theory of character stated by Rohrberger and Wood 1971, Jane is
portrayed as a protagonist character since she plays an important role and becomes the focus of the story. Meanwhile, based on
Robert and Jacobs‟ theory 1987 which portray characters into round and flat characters, it can be concluded
that Jane is portrayed into a round character since the author fully develops this character through many problems that she should face in her life. Furthermore,
Murphy 1972 points out nine ways to find out a person‟s characteristics in the
novel. They are through personal description, character as seen by another character, speech, past life, conversation of others, reaction, direct comments,
thoughts, and mannerism. Below is the analysis on the portrayal of Jane Eyre:
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1. Smart
Although everyone considers Jane as a stupid girl because she is poor and does not go to school, she is actually a smart girl. The researcher uses the
Murphy‟s theory 1972 of characterization especially in personal description, reaction, and direct comment from the author. Jane loves reading very much. She
is able to remember so many books she has read. By reading those books, she creates her imagination and finds her freedom. She feels happy in her way p. 4.
Her cleverness is proven when she is in Lowood School. Jane learns French, drawing and playing piano there. She studies very hard and then she is
promoted to a higher class, in less than two months. She becomes the best student so that she asked to be a teacher in Lowood School.
Thus relieved of grievous load, I from that hour set to work afresh, resolved to pioneer my way through every difficulty: I toiled hard, and my
success was proportionate to my efforts; my memory, not naturally tenacious, improved with practice; exercise sharpened my wits; in a few
weeks I was promoted to a higher class; in less than two months I was allowed to commence French and drawing p. 91.
After finishing her study and teaching for two years at Lowood, Jane Eyre
accepts a job as a governess and moves to Thornfield Hall. She becomes a governess of a little French girl, Adèle Varens. In Thornfield, Jane takes
responsibility for her student. She is very successful in using Lowood standard which is “to mortify in these girls the lusts of the flesh; to teach them to clothe
themselves with shame-facedness and sobriety” to teach Adèle p. 78.
Jane receives no love and sympathy from her family. On the other hand, she gets it when she is in wandering. The stranger who helped her gave a different
28 perspective to the readers. They did not judge Jane only from her appearance but
also from her inner beauty that was her intelligence. “Strange hardships, I imagined-poor, emaciated, pallid wanderer”
“She is not an uneducated person, I should think, by her manner of speaking; her accent was quite pure; and the clothes she took off, though
splashed and wet, were little wor n and fine.”
“She has a peculiar face; fleshless and haggard as it is, I rather like it; and when in good health and animated, I can fancy her physiognomy would be
agreeable ” p. 443.
Based on that fact, they find out that Jane has a good quality on her simple face and attire. She is an educated young girl. They really like her even though
she has never done any favor for them. It shows that Jane is very different from the reality when she is accused as a stupid girl by the people in Gateshead.
Jane also proves her intelligence when she becomes a teacher in a school for girls at Morton. She thinks that she shall get on with her students very well in
time. She works very hard. She works as active and faithful as she could in that village-school in order to reach her success as a teacher.
I was truly hard work at first. Some time elapsed before, with all my efforts, I could comprehend my scholars and their nature. Wholly
untaught, with faculties quite torpid, they seemed to me hopelessly dull; and, at first sight, all dull alike: but I soon found I was mistaken. There
was a difference amongst them as amongst the educated; and when I got to know them, and they me, this difference rapidly developed itself. Their
amazement at me, my language, my rules, and ways, once subsided, I found some of these heavy-looking, gaping rustics wake up into sharp-
witted girls enough. Many showed themselves obliging and amiable too; and I discovered amongst them not a few examples of natural politeness
and innate self-respect, as well as of excellent capacity, that won both my good-will and my admiration. These soon took a pleasure in doing their
work well; in keeping their persons neat; in learning their tasks regularly; in acquiring quiet and orderly manners. The rapidity of their progress, in
some instances, was even surprising; and an honest and happy pride I took in it: besides, I began personally to like some of the best girls; and they
liked me. I had amongst my scholars severa
l farmers‟ daughters: young women grown, almost. These could already read, write, and sew; and to